El contexto sociofamiliar y su incidencia en el rendimiento lector del estudiante en PISA

Contenido principal del artículo

Esteban Vázquez-Cano
Ana-María De-la-Calle-Cabrera
Carlos Hervás-Gómez
Eloy López-Meneses

Resumen

Esta investigación pretende analizar la influencia del nivel educativo de los padres y madres, la profesión y el rol educativo de los mismos en el rendimiento lector de sus hijos e hijas de forma comparada entre países de lengua iglesa y española. El estudio se aborda desde un análisis multinivel y de regresión logística binaria. Los resultados muestran que el contexto sociofamiliar aporta una predicción entorno al 20% en países de habla española y el 15% en países de habla inglesa. La incidencia más significativa se produce por el nivel de estudios medio de los padres y la muestra de interés de los padres en las actividades escolares y el apoyo educativo hacia sus hijos en ambos bloques de países.

Detalles del artículo

Cómo citar
Vázquez-Cano, E., De-la-Calle-Cabrera, A.-M., Hervás-Gómez, C., & López-Meneses, E. (2020). El contexto sociofamiliar y su incidencia en el rendimiento lector del estudiante en PISA. Ocnos: Revista De Estudios Sobre Lectura, 19(1), 43-54. https://doi.org/10.18239/ocnos_2020.19.1.2122
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